Course Elements Defined Course Elements: Courses are designed around the concept of a learning path and learning

paths are established using a variety of “elements”. Understanding the value of diverse learning styles as well as capitalizing on the skill base and assets of teachers and community members, courses are multifaceted offering modules that include: Community Linked Projects, Inquiry Based Projects, Small Group Sessions, Large Group Lectures, Integrated Learning Opportunities. Many of these are requirements for successful completion of the courses, yet students can still make the experiences their own depending on their interests and learning styles. Some elements are not optional and are considered to be essential. However, as a result of choosing between and within numerous options, no two students will have the same learning path. Courses still adhere to provincially prescribed learning outcomes. These learning outcomes form the parameters that guide learning options. Teachers have identified in advance which outcomes and competencies are considered essential and ensure that these are addressed in the required elements. That being said, even these required elements have options attached. For example, students in PE are required to participate in 7 different activities throughout the PE course and at least one from each of the Activity Categories (Individual/ Dual, Games, Rhythmic) There are options within those categories (Individual/ Dual Activities - Badminton, Skiing, Golf...) All four credit courses are divided into 30 units. This assists students, teacher/ advisors and parents in gaging the progress through a course. Containing one or more units, some modules are considered compulsory and even prerequisite while others are essential with options. Some units are completed with modules that are self designed (within parameters) or via Project Activities (Inquiry, Community Linked, Integrated, … or a combination). These learning path options are presented at the outset of a course and are found in course outlines. Though all courses use online tools to some extent, that extent varies on the nature of the courses and the respective competencies and learning outcomes they are meant to address. Language courses often use online tools for written and reading comprehension work, but use (Face to Face) F2F for most aural and oral components. Elements defined: ● self paced - This is individual study and students are able to work on courses at their own speed in Resource Areas at school or from home. Students are able to work ahead or spend more time on concepts if needed. This will involve computer assisted and/ or text resources. ● small group - Usually facilitated by a teacher, small groups can vary in size from a few to as many as 12. They are used for students and teachers to dialogue and collaborate around learning topics. In some case they are used to expose learners to a topic and in other cases they are designed for students to debrief, reflect and share learning. ● large group - Large groups sessions are delivered to groups over 30 and often involve guest speakers allowing students to link learning to real and relevant issues and topics. Large groups can often be used toward meeting requirements in multiple courses and almost always will include post session student forum responses. ● seminar series - Seminars are designed for groups of 12 to 30 when direct instruction is needed. They can be compulsory or optional.

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compulsory - These are elements that all students must complete and are often prerequisite to other elements in a course. choices - Choices are options found within a course that allow students to address learning outcomes based on areas of interest and learning styles and often allow students to demonstrate learning in a variety of ways. prerequisite - Prerequisite elements or activities must be done before continuing within an element or onto the next element. project - Projects are more significant elements allowing students to explore concepts at a much deeper level either as individuals or in small groups with teachers acting as facilitators. Usually within certain parameters, students engage in areas that are of interest to them and reflect their learning styles. Projects can overlap the categories below. ○ independent design - Students play a large role in designing and executing these projects and consult with teachers throughout the process. ○ community linked - These projects involve students in the local and global community on real issues. Sometimes these projects involve outside community experts. ○ inquiry based - Projects that involve students in posing and tackling essential questions; questions where the answers are not easily answered. ○ single person - Projects that individual students engage in. ○ multiple person - Group (2 or more) projects.

Learning activities can be based on one or more of these at any one time. Course requirements would indicate to students which are required for successful completion of a course. Many courses are laid out using a topic level of organization. Some are presented in a weekly format for courses that require students to move through material together or for courses that are being developed on a “just-in-time” basis. Where? Interactions between students, teachers and the community can occur in a variety of places and for a variety of purposes. The most common ones include: General Resource Areas: The Resource Areas include areas for quiet independent study and testing, small group sessions as well as project work. Teachers are available throughout the day to assist students with their learning. Resource areas are concentrated around wings of the school and include a Math/ Science Resource Area (including labs), Humanities Resource Area and Library Resource Area. Specialty Resource Areas: These areas are designed for specific learning activities and include Art, Foods, Music, Tech Ed, and PE. These areas may not be open all day. Teacher Advisory Group Areas: Small group areas where TA groups work on individual progress checks, set schedules as well as daily/ weekly goals. School wide activities and opportunities are communicated and discussed. Large Group Areas: The gym, auditorium, and cafeteria in addition to serving other purposes, are also the areas for large group sessions.

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